Bi Bi Research Articles

Las unidades del análisis lingüístico en la modalidad viso-gestual

La lengua de señas colombiana (LSC), una lengua natural producida en la modalidad viso-gestual y usada por un número considerable de personas sordas en Colombia, se está utilizando cada vez más en programas educativos bilingües y biculturales por todo el país. El objetivo de este artículo es determinar la unidad de análisis lingüístico más adecuada para un trabajo de planificación lingüística en curso, cuyo propósito es descubrir las relaciones entre la léxico-gramática y las funciones del lenguaje académico en LSC. Primero, se presenta el estado de la cuestión, con énfasis en las dificultades que supone el aún escaso trabajo en el análisis del discurso de la comunicación cara a cara. Luego se discuten varias propuestas hechas tanto para las lenguas orales como para las lenguas de señas y se seleccionan tres de ellas como las más prometedoras: el “complejo de cláusulas” de Halliday (1989, 2004a) y, en menor medida, la C-unit de Biber et al. (1999) y la T-unit de Hunt (1965). El artículo termina con la explicación de las ventajas de la utilización de cada una de las unidades seleccionadas en el análisis de las lenguas de señas.

Language Policy, Indigenous Languages and the Village School: A Study of Bilingual Education for the Tarahumara of Northern Mexico

In 1991, the Bilingual Bicultural Education Program (BBEP) was launched in Chihuahua, Mexico, as a way of responding to the educational needs of the indigenous Tarahumara populations and the growing threat to their language and culture. Using a conceptual framework based on the literatures of curriculum inquiry, language shift and maintenance, and literacy studies, this 10-month ethnographic case study examines the sociocultural contexts of the implementation of the BBEP in a federal school serving Tarahumara and the role of the school and the BBEP in indigenous language maintenance. Specifically, the paper reports and discusses findings on how state-developed BBEP goals relate to the teachers' and parents' expectations of school and literacy and biliteracy. As the findings show, the school is the place of children's first intense contact with mestizo culture and language and the agency where children are expected by parents and teachers to acquire Spanish oral and literacy skills.

Partnership for evaluation of the Bilingual Bicultural Service Demonstration Program: Merging public health research and practice

(2004). Partnership for evaluation of the Bilingual Bicultural Service Demonstration Program: Merging public health research and practice. Journal of Interprofessional Care: Vol. 18, No. 4, pp. 440-441.

What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings

This article presents findings from an ongoing study of urban teachers' efforts to embrace mathematics reform with student populations that are culturally, linguistically, and socioeconomically diverse (CLSD). We investigate the teacher's role in providing accessible and valuable mathematical learning opportunities to diverse students. Through narrative vignettes of practice and analyses of the personal and intellectual resources teachers draw on in CLSD contexts, we examine the challenges and possibilities two third-grade teachers face as they attempt such reform. One teacher's strengths were in making cultural connections with her students; the other's strengths were in pursuing complex and meaningful mathematics with her students. Building on our analysis, we offer a framework for examining the work of attending to mathematical and cultural issues simultaneously. Our findings suggest that such work is complex; however, teachers are seldom supported in their efforts to integrate these two perspectives. Our aim is to examine the dimensions of culturally relevant mathematics teaching and explore where the fields of mathematics and bilingual-bicultural education need to speak to one another.

Will the Courts Go Bi-Bi? IDEA 1997, the Courts, and Deaf Education

An innovative instructional philosophy in the field of deaf education—bilingual-bicultural (bi-bi) education—is likely to raise new questions for courts to consider in interpreting the Individuals with Disabilities Education Act. This article reviews past litigation concerning the education of children who are deaf or hard of hearing and explores the new language of IDEA ′97 as it affects communication issues for these children. Arguing that IDEA ′97 and the 1999 implementing regulations make it more difficult for schools to ignore the primary language and preferred mode of communication of children who are deaf the authors speculate that courts may be less likely to view language and communication modes as educational methods and, therefore, less likely to defer to the decisions of school authorities than in past court cases.

Patient Demand for Bilingual Bicultural Nurses in Australia

This paper charts a range of factors which have contributed to the growth in demand in Australia for the provision of bilingual bicultural nursing care over the past two decades. This demand has been generated by health policy makers and ethnic organisations, as well as select nursing and migration academics. Key reasons have included the increasing cultural and linguistic diversity of the Australian population (derived from over 140 source countries), limited patient access to translation and interpreter services, and strong indications of the existence of ethnocentrism in existing health service provision. Given nurses' position as the 'frontline providers' of hospital-based care, calls have increasingly been made for the recruitment of non-English speaking background (NESB) nurses to service major ethnic communities, in addition to the inclusion of transcultural training in nurse education courses. Despite these trends, there have been no systematic Australian studies to date of the degree to which NESB patients indeed desire bilingual bicultural nursing care, or consider it superior to 'mainstream' service provision. Based on bilingual interviews with 182 NESB patients from five migrant communities who had received recent hospital-based nursing care, this paper reveals that some 90% of patients believed the nursing care they had received in Australia was excellent or very good. Though two-thirds stated it was important to them to have culturally similar nurses in attendance, this desire was strongly influenced by the English language proficiency of informants, their perceived need for interpreters, and degree of satisfaction with medical treatment. Detailed analysis of the informants' qualitative comments revealed it was often clear communication rather than cultural sensitivity which was being sought. Russian and Chinese-speakers, moreover, frequently expressed their concern that bilingual and bicultural nursing care should not be provided at the expense of professional nursing skills, or a positive and respectful nurse care towards patients. In a number of instances, access to a nurse from the same country had reportedly led to the provision of inferior rather than superior care—a finding standing in marked contrast with the idealised presumptions underpinning much of the contemporary Australian literature.

Fence Sitters, Switch Hitters, and Bi-Bi Girls: An Exploration of "Hapa" and Bisexual Identities

Oscillant entre quelques fragments de son histoire personnelle, en tant que femme asiatique americaine, metisse d'origine chinoise et anglo-americaine, homo- et bisexuelle, et des references d'auteurs ayant analyse, ou relate, des experiences de vie similaires, l'A. montre comment son vecu multiculturel a influence l'emergence d'une conscience politique feministe, et facilite ses interrogations sur son identite sexuelle.

Bi-Bi to MCE? 1993.

Bi-Bi to MCE? 1993.

Whole language and deaf bilingual-bicultural education--naturally!

This position paper discusses how the tenets of Whole Language and Deaf Bilingual-Bicultural Education complement each other. It stresses that Whole Language is based on natural processes through which children can translate their constructs of personal experiences, observations, and perspectives into modes of communication that include written language and, in the present case, American Sign Language. The paper is based on two emphases: (a) Whole Language emphasizes a two-way teaching/learning process, teachers learning from children, and vice versa; and (b) Deaf Bilingual-Bicultural Education emphasizes American Sign Language as a language of instruction and builds on mutual respect for the similarities and differences in the sociocultural and socioeducational experiences and values of Deaf and hearing people. Both Whole Language and Deaf Bilingual-Bicultural Education attempt to authenticate curriculum by integrating Deaf persons' worldviews as part of educational experience.

Bilingual-Bicultural Education in Nicaragua's Atlantic Coast Region

Bilingual-Bicultural Education in Nicaragua's Atlantic Coast Region

The Best of Two Worlds: Bilingual-Bicultural Education in the U.S.

The Best of Two Worlds: Bilingual-Bicultural Education in the U.S.

Reviews

Studies in Second Language Immersion: A Collection for United States Educators. California State Department of Education, Office of Bilingual Bicultural Education, 1984.MORGAN, J. & M. RINVOLUCRI. Once Upon a Time.MULLEN, N. & P. C. BROWN. English for Computer Science.KENNING, M. J. & M.‐M. KENNING. An Introduction to Computer‐Assisted Language Teaching.

Bilingual-bicultural education in Mexico: Recent research

Public bilingual education for non-Spanish-speaking Indian children has been in existence in Mexico for some 33 years, longer than in the United States. Since a review of research on bilingual education in Mexico, published in 1978, both the quantity and quality of the studies has increased notably. Basic studies have prevailed, especially those related to the myriad Indian languages of the country. Action research, incidental to the preparation of curriculum materials, has also been more fruitful than in the past. The few objective evaluations conducted during the period under consideration, all government sponsored, have been notable for the publication of a wide range of results, including those critical of official programs. Equally notable has been the alacrity with which the results have been applied to planning and programs, if not yet at the school house level.

“I don't understand my textbooks”: Students comment on their Indian bilingual schooling in Mexico

Since the early 20th century, the Mexican government has been grappling with the education of its non-Spanish-speaking peoples, who speak 56 different Indian languages. The history has been well documented (see Heath, 1972; Modiano, 1982). Research in the field of bilingual-bicultural education for Indian children in Mexico has treated a number of aspects of the Government’s programs which had their inception in 1951 (see Modiano, 1984). Samples of Indian children have been tested to ascertain the comparative effectiveness of all-Spanish schooling and bilingual schooling (Modiano, 1973). The dilemmas of the Indian bilingual teachers have been described by Arias (1975). Special materials have been developed for Indian children in the early grades (Bravo Ahuja, 1975, 1976; Modiano, 1984). This article presents student views of bilingual schooling in one of the Indian communities where education has been in place the longest, since the 1950s. Indian education comprises grades 1 through 6, as well as preschool. All teachers in Indian schools are bilingual Indians’; that is, their native language is an Indian language, and they have also mastered enough Spanish to complete teacher education courses. Texts in the indigenous languages, written by the Indians, have recently been introduced in some schools, for some languages, in the first and second grades (see Modiano, 1984). Indian language texts had also been used in the early grades in the past, but they were less accurate and related less to the lives of the children since they were written by nonIndians. After grade 2, the students use the same texts as used in all public schools in Mexico. They are written by subject specialists and geared to the Mexico City middle and upper classes.

Office of Bilingual Bicultural Education. Schooling and Language Minority Students: A Theoretical Framework. Los Angeles, California: California State University, 1981

Office of Bilingual Bicultural Education. Schooling and Language Minority Students: A Theoretical Framework. Los Angeles, California: California State University, 1981

REVIEW

Book review in this articleSchooling and Language Minority Students: A Theoretical Framework. Developed by the Office of Bilingual Bicultural Education, California State Department of Education, Sacramento, California.Take it Easy: American Idioms. Pamela McPartland.How to Be a More Successful Language Learner. Joan Rubin and Irene Thompson.

A Structural Profile of Basic Title VII (Spanishenglish) Bilingual Bicultural Education Programs

This study presents a macro-level perspective of basic Title VII programs in the United States. Following a precedent established by Gaarder (1970), this study is an examination of selected “salient features” which constitute these programs. Organized around structural characteristics, the results of this study feature a profile of the “typical” Title VII (Spanish English) bilingual program. These “salient features” include: (1) grade levels served by the Title VH program, (2) enrollment characteristics of Title VII programs, (3) staff experience, and (4) technological features of bilingual programs.

The Bilingual Child, Research and Analysis of Existing Educational Themes (review)

Reviews Star Trails Homework and Carryover Packet for the G) Sound Using Duplicating Masters, 70 pp., price not given, Communication Skill Builders, Inc., 815 E. Broadway, Box 42050, Tucson, Ariz. 85733, 1978. This material is part of an instructional series designed to provide supplementary stimulation for articulation programs. The primary objective is to provide motivating methods for the student to use independently outside of the therapy room. The authors present a systematic instructional articulation sequence for initial presentation and reinforcement exercises. The availability of short-term objectives, duplicating masters, and competency testing procedures within one program should answer some insitructor 's prayers! This material was designed for remediation work in the area of articulation. Instructors may need to modify a great deal of the language and reading material that is presented in order to meet the needs of students who are deaf. Kenneth D. Randall, MS, MA Principal, Department for the Deaf Florida School for the Deaf & Blind St. Augustine, FIa. 32084 The Bilingual Child, Research and Analysis of Existing Educational Themes, Antonio Simoes, Jr. (ed.), 272 pp., $16.50, Academic Press, Inc., Ill Fifth Avenue , New York, N. Y. 10003, 1976. Simoes has edited a useful collection of 14 readings for the educator and researcher interested in bilingual-bicultural education for young children. The book is divided into four sections: (1) cognitive and effective studies, (2) educational programs, (3) teacher-related issues , and (4) general concerns. It is essential reading as educators consider the relationships between varieties of sign language and varieties of English and the roles of these languages and their corresponding cultures in the classroom. Several themes are evident throughout this book which are of particular interest to those concerned with education of deaf children. One is the relationship between the child's identity and the language of family and friends. Another is the apparent detrimental effect of imposing adult linguistic forms on the young language learner. A third theme is the importance of the linguistic socialization that comes by way of the child's peer group. Fourthly, the relationship between the school and its context is emphasized. The educational program must be studied and planned in relation to the community it serves. Finally, the reader is reminded that non-English native languages and cultures are things of beauty and national treasures to be maintained forever. Carol Erting, M.A. Research Specialist Kendall Demonstration Elementary School Gallaudet College Washington, DC. 20002 Shout In Silence, Visual Arts and the Deaf, organized by Rawley A. Silver, Ed.D., 41 pp., $2.00, College of New Rochelle Campus Bookstore, Edith Schultz, Mgr., New Rochelle, N.Y. 10800. This booklet was organized and printed to accompany an exhibition shown in the 81st Street Gallery of the Metropolitan Museum of Art, New York, August 31 through October 3, 1976. The exhibition was presented by the Department of Community Programs. This booklet and the exhibit demonstrated that art can be especially helpful in the education of children who have communication disorders . It can provide opportunities for abstract thinking, imaginary play, and expression of thoughts and feelings that cannot be verbalized . These are the words by Rawley Silver which I feel are extremely worthwhile to look into for all people involved professionally in the education of the deaf. Betty Miller, D. Ed. Art Department Gallaudet College Washington, D.C. 20002 The Exceptional Child: A Primer, Lita Linzer Schwartz, 204 pp., no price given, Wadsworth Publishing Company, Inc., Belmont, Calif. Because a primer by nature is a brief introduction to a subject, there is a special responsibility to be accurate in tone as well as in content . In the case of the chapter, "Hearing Impaired Children," there are some shortcomings in these areas. It is recommended that hearing-impaired children be taught rules of games so they may become spectators. Why not participants? Unqualified statements are common. For example, it is stated that hearing-impaired children "tend to be less emotionally stable than those with normal hearing ..." In another case: "Lack of mutual understanding leads to A.A.D. I December 1980 1037 ...

The Exceptional Child: A Primer (review)

Reviews Star Trails Homework and Carryover Packet for the G) Sound Using Duplicating Masters, 70 pp., price not given, Communication Skill Builders, Inc., 815 E. Broadway, Box 42050, Tucson, Ariz. 85733, 1978. This material is part of an instructional series designed to provide supplementary stimulation for articulation programs. The primary objective is to provide motivating methods for the student to use independently outside of the therapy room. The authors present a systematic instructional articulation sequence for initial presentation and reinforcement exercises. The availability of short-term objectives, duplicating masters, and competency testing procedures within one program should answer some insitructor 's prayers! This material was designed for remediation work in the area of articulation. Instructors may need to modify a great deal of the language and reading material that is presented in order to meet the needs of students who are deaf. Kenneth D. Randall, MS, MA Principal, Department for the Deaf Florida School for the Deaf & Blind St. Augustine, FIa. 32084 The Bilingual Child, Research and Analysis of Existing Educational Themes, Antonio Simoes, Jr. (ed.), 272 pp., $16.50, Academic Press, Inc., Ill Fifth Avenue , New York, N. Y. 10003, 1976. Simoes has edited a useful collection of 14 readings for the educator and researcher interested in bilingual-bicultural education for young children. The book is divided into four sections: (1) cognitive and effective studies, (2) educational programs, (3) teacher-related issues , and (4) general concerns. It is essential reading as educators consider the relationships between varieties of sign language and varieties of English and the roles of these languages and their corresponding cultures in the classroom. Several themes are evident throughout this book which are of particular interest to those concerned with education of deaf children. One is the relationship between the child's identity and the language of family and friends. Another is the apparent detrimental effect of imposing adult linguistic forms on the young language learner. A third theme is the importance of the linguistic socialization that comes by way of the child's peer group. Fourthly, the relationship between the school and its context is emphasized. The educational program must be studied and planned in relation to the community it serves. Finally, the reader is reminded that non-English native languages and cultures are things of beauty and national treasures to be maintained forever. Carol Erting, M.A. Research Specialist Kendall Demonstration Elementary School Gallaudet College Washington, DC. 20002 Shout In Silence, Visual Arts and the Deaf, organized by Rawley A. Silver, Ed.D., 41 pp., $2.00, College of New Rochelle Campus Bookstore, Edith Schultz, Mgr., New Rochelle, N.Y. 10800. This booklet was organized and printed to accompany an exhibition shown in the 81st Street Gallery of the Metropolitan Museum of Art, New York, August 31 through October 3, 1976. The exhibition was presented by the Department of Community Programs. This booklet and the exhibit demonstrated that art can be especially helpful in the education of children who have communication disorders . It can provide opportunities for abstract thinking, imaginary play, and expression of thoughts and feelings that cannot be verbalized . These are the words by Rawley Silver which I feel are extremely worthwhile to look into for all people involved professionally in the education of the deaf. Betty Miller, D. Ed. Art Department Gallaudet College Washington, D.C. 20002 The Exceptional Child: A Primer, Lita Linzer Schwartz, 204 pp., no price given, Wadsworth Publishing Company, Inc., Belmont, Calif. Because a primer by nature is a brief introduction to a subject, there is a special responsibility to be accurate in tone as well as in content . In the case of the chapter, "Hearing Impaired Children," there are some shortcomings in these areas. It is recommended that hearing-impaired children be taught rules of games so they may become spectators. Why not participants? Unqualified statements are common. For example, it is stated that hearing-impaired children "tend to be less emotionally stable than those with normal hearing ..." In another case: "Lack of mutual understanding leads to A.A.D. I December 1980 1037 Reviews suspicions on the part of the hearing-impaired individual that others are talking about her and dislike her; aggravated instances lead to...

What is bicultural about bilingual-bicultural education?

This paper deals with the educational concept of bicultural education by using an ethnographic approach to focus upon the way in which biculturatism is defined and actualized in an elementary classroom setting. The study assumes that schooling, or what goes on in schools, must be analyzed as an institutional activity of a particular society, with weU-deFmed ends and means to those ends. We are shaped by our total environment, and schooling contributes in ways that are congruent with our society's social, economic, and political structure. Therefore, this paper focuses on a particular concept of culture, its relationship to the social setting in which bilingual-biculturat education occurs, and the operational def'mitions of biculturalism in an urban, federally supported, bilingual education classroom. The study developed from the need for an organized inquiry into how